...Graduat nurses should feel the responsibility mentoring and coaching should be a core competeant of core competent are . Coaching and mentoring are the foundation of prociding quality competent nurses, particularly at a graduate level. Mentoring coachin illicits effective decision making, collaborative administration of care and a relationship of trust. With those who are being mentored/coached. As a graduate level nurse mentoring/coaching are elements that are essential to mentoring issues and --------thins that need to be changed. Mentors/coaches monitor competancies building of the desires of a leader/coach encouraging and empowering individuals being coached to succeed in the task(s) at hand. Mentors/coaches helps to develop the skills that are required to handle a variety of situations. As indicated in the text------------“ Coaches and mentor’s are the key to the development of leaders of tomorrow and such tools could meet the acknowledged training and developmental needs of nurses, while expanding the role of senior management and their links with those who deliver patient services. As indicated in the text APN’s skill in expert coaching and guidiance will be central to efforts to redesign and transform healthcare system to become more patient-centered.The text goes on to say that teaching and coaching are recognized as core competiencies of APN’S By the time that one has reached the level of becoming a graduate level nurse, their skills and expertise are used to assist...
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...|[pic] |Capstone Course in Psychology | | |College of Social Sciences | | |PSY/490 | Copyright © 2010, 2009, 2007 by University of Phoenix. All rights reserved. Professor Susan Ellis, Ph.D. susanelliss@email.phoenix.edu (University of Phoenix) susanellis@agreatday.net (Personal) Course Description This is the capstone course for undergraduate psychology students. The course provides students with the opportunity to integrate and apply learning from their psychology program of study in a comprehensive manner. Students will also assess the impact of their educational experiences on their ethical perspectives and critical thinking skills. Students will reflect on and evaluate their personal and professional growth, the benefits of lifelong learning, and the impact of these elements on their future. Policies Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials...
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...TCase Manager Comments: Joe, I have expressed my concerns about your progress during these weeks. You have missed your appointment with your Academic Advisor. You have missed one of your ENGL 101 class. You were very distracted during your ENGL 101 class last Friday; you have talked with your instructor about you failing it. I know that you are trying to solve your problems by yourself; however, I think that at this point you need help from our tutors to keep you focused on completing your assignments. You need to come to Achieve and work for at least 20 hours a week to make up all the points you have missed so far. When you come, do not work by yourself, ask a tutor to be with you, the number of hours you have spent at Achieve over the past weeks is in discordance with the number of hours you have worked with tutors....
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...------------------------------------------------- Top of Form Bottom of Form Share this About.com * Food * Health * Home * Money * Technology * Travel * More * Videos ------------------------------------------------- Top of Form Bottom of Form * Arts & Literature * History * Sciences * School & Student Resources * More * About.com * About Education * Psychology * Cognitive Psychology 11 Great Ways to Improve Your Memory Research-Proven Techniques That Really Work By Kendra Cherry Psychology Expert Share this Psychology Categories * Psychology Dictionary: Terms from A to Z * Branches of Psychology * Psychology 101: The Basics * Careers in Psychology * Psychology Quizzes * Behavioral Psychology * Personality Psychology Free Email Newsletter ------------------------------------------------- Top of Form Let About.com send you the latest from our Psychology Expert. You can opt-out at any time. Please refer to our privacy policy for contact information. Bottom of Form Do you find yourself forgetting where you left your keys or blanking out information on important tests? Fortunately, there are plenty of things that you can do to help improve your memory. Before your next big exam, be sure to check out some of these tried and tested techniques for improving memory. These research-proven strategies can effectively improve...
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...Top Math 147 - Fall 1997 - Test 3 Name: __________________________________ Section Number: __________________ Show ALL your work. Solutions with no work where it is necessary will receive NO credit. If you need extra paper raise your hand and ask one of the proctors for some. A normal table is provided at the end of the test. Good Luck. For questions 1-10 circle the answer which best completes the sentence or answers the question. (3 pts each) 1. A fair coin is tossed one hundred times and the number of heads is recorded. The same coin is then tossed 1000 times and the number of heads is recorded. We expect, (a) the difference between 50 and the number of heads in the first trial to be larger than the difference between 500 and the number of heads in the second trial. (b) to get exactly 500 heads in the second trial. c. the chance error expressed as a percentage of the number of tosses to be smaller in the first trial than in the second trial. c. all of the above statements. c. none of the above statements. 2. A box contains 99 zeros and 1 one. If we make draws from this box with replacement, a. the probability histogram for the sum of the draws ( when put in standard units) will follow the normal curve after a small number of draws. a. then the probability histogram for the numbers in the box is close to the normal curve if the number of draws is very large. a. we can use the binomial formula to compute the chance of getting...
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... | This course syllabus is required reading. Please make a copy of the syllabus and keep it handy for reference. |Course information: Adolescent Psychology; PSY 202 | | | |Semester: Fall I August 21-Oct. 12, 2012 |Year: 2012 | |Course #: PSY 202 |Title: Adolescent Psychology | |CRN #: 18858 |Credits: 3 | Instructor information: Dinah Hamilton, M.Ed. Dinah.Hamilton@enmu.edu 575-257-2120 X 385 Rationale for student taking this course: This course will meet the requirements for a Psychology course with General Core Education requirements. In addition, it will assist all students in the area of Social Science courses and degree plans that lead to further education in the broad field of Social Science. Course description: This is a (3) credit hour...
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...Psychology 101: General Psychology Quiz 4: Review Sheet (35 multiple choice questions) Chapter 11: Personality Answer the following questions: • Define personality o Personality is the relatively stable constellation of psychological characteristics and behavioral patterns that account for our individuality and consistency over time. • Define defense mechanism. Correctly identify examples of defense mechanisms o Denial o Rationalization o Projection o Repression o Regression o Reaction formation o Sublimation • Define the structure of personality according to Freud. How many structures? Name these structures. • What is the correct order of Freud’s psychosexual stages of development? • Define archetype. • Identify the “Big Five” personality factors and apply to examples o Openness to experience o Conscientiousness o Extroversion o Agreeableness o Neuroticism • Compare the psychodynamic, behaviorist, and humanistic explanations of personality • Compare internal and external locus of control. What findings regarding behavior are cited in the textbook? Chapter 12: Social Psychology Answer the following questions: • Define social psychology. • What is the relationship between self-disclosure and attraction? Apply to an example. • Define self-fulfilling prophecy and apply to an example. • Define dispositional and situational attributions and define their relationship to internal and external attributions. • Define the fundamental attribution error...
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...My Personal Learning Assessment Virginia Tucker AET: 525 February 26th, 2012 Deborah Hatfield My Personal Learning Assessment Many factors can affect a student’s ability to perform successfully in the classroom. One of these factors is his or her personal learning style. According to Howard Gardner, there are seven distinct learning styles (Gardner, 1985). The first of these styles is known as the “Verbal-Linguistic” Learner. A student with this type of learning style prefers to learn by using words and being vocal in class. He or she will use stories and enjoy question and answer sessions in class settings (Gardner, 1985). As with any learning style, there are problems that may arise with this particular learning style. Some examples include: 1. Difficulty with online classroom learning environments- These students strive on one-on-one interaction with both the instructor and other students. Not having this could greatly affect their learning ability. 2. Not working well with shy individuals in a team setting- “Verbal-Linguistic” learners need social interaction to fully learn a subject being presented to them in a class. These students may burden and or overshadow quieter students who prefer to work in a quieter environment. The second learning style is an “auditory” learner. An “auditory” learner relies on his or her hearing to succeed in the classroom. These students are very particular about their choice of words when speaking inside the classroom...
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...Name: Mehmetcan Gök Course & Section: CS 101-05 HW_Essay: Contemporary Issues in Computing Date: 02.11.2015 Impacts of Smartphones on Our Lives Nowadays, most people have classic cellphones or smartphones and they are still buying it. Smartphones are spreading worldwide like an epidemic and as a result of this; our life styles have started to change. Now, people are living with their smartphones, they are taking selfies, organizing their accounts, playing games, find their ways to home as a navigation. According to Pew Internet Project’s research, as 2014 January 90% of American adults has cellphones and as 2014 October %64 of these adults owns a smartphone. In other words, smartphones had become a necessary part of our lives. As a result of this, our lives had been affected by smartphones in different ways, with beneficial and detrimental effects of smartphones; they provide new business areas, online education systems, healthcare assistance and more. They make life easier for us. However, they ruin our social lives, make us lazier and sillier than before and they make us addicted to their selves. Therefore, I will argue the impacts of smartphones in our lives....
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...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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...Assessing the Moderating Role of Psychological Capital on Work-Family Conflict and Its Outcomes Amna Binte Shehzad Malik Ahmed Bin Shehzad Malik Kaniz Fatima and Asbah Shujaat University of Central Punjab Author Note Research Article written by students of BBA at Faculty of Management Studies, University of Central Punjab, for the completion of Research Methodology course under the instruction of Inam-ul-haq, Assistant Professor at University of Central Punjab Any correspondence regarding this article should be addressed to Ahmed Bin Shehzad Malik. Email: ahmed.shehzad5@gmail.com INTRODUCTION The success of any organization is highly dependent on how its employees work and perform tasks (Lambert, 1990). For quite some time, employees have been facing difficulties in the form of work-family conflict because they are unable to fulfill the roles of their work life and family life properly. Work-family conflict affects the productivity of an employee which, consequently, has impact on the outcomes for the organization. The recent explosion of interest in the work-family interface has given rise to a number of concepts that try to explain these two major fields of life in terms of work-family balance, accommodation, compensation, spillover, work-family enrichment and work-family integration etc. (Barnett, 1998; Edwards & Rothbard, 2000; Friedman & Greenhaus, 2000; Greenhaus &Beutell, 1985; Lambert, 1990). One term commonly used and cited in these research...
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...Europe’s Journal of Psychology, 6(3), pp. 46-70 www.ejop.org Is It You or Is It Me? Contrasting Effects of Ridicule Targeting Other People Versus the Self Leslie M. Janes Brescia University College James M. Olson University of Western Ontario Abstract In this paper, we describe a program of research on the topic of ridicule, which explored the differing effects of observing either ridicule directed at other people or selfdisparaging ridicule. In three studies, participants listened to humor that either ridiculed another person, ridiculed the self (the person expressing the humor), or involved no ridicule. Results in two studies showed that observing ridicule that targeted another person led participants to conform more to the alleged attitudes of others and to behave in ways suggesting a heightened fear of failure, compared to self-ridicule or no ridicule. In contrast, results in a third study showed that observing self-disparaging ridicule led participants to generate more creative ideas, compared to other-ridicule or no ridicule. The implications of these “inhibiting” effects of other-ridicule and “disinhibiting” effects of self-ridicule are discussed. Keywords: ridicule, disparagement humor, self-ridicule, conformity, creativity Ridicule is defined as “the act of making someone the object of scornful laughter” (Webster‟s New World Dictionary, 2002). This type of humor is common in modernday society. It is a staple in late-night comedy shows, political...
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...PRINCE GEORGE'S COMMUNITY COLLEGE Welcome to Psychology 1010 Fall 2015 (Tu/Th, ________ – ______ p.m. / Marlboro Hall – Rm. #1104) (August 25 – December 3) INSTRUCTOR: Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend...
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...Faculty of Business, Economics & Accounting Department of Business Studies HELP Bachelor of Business (Hons) Year 1 HELP Bachelor of Management (Hons) Year 1 HELP Bachelor of Business Psychology (Hons) Year 1 INTERNAL SUBJECT DETAILS Semester 3, 2015 Subject: MKT 101 Principles of Marketing Subject Lecturer/Tutor: Ms Liew Huey Min Telephone: 03-2716 2000 Fax: 03-2095 7100 Email: liewhm@help.edu.my Consultation: By appointment PRE-REQUISITE(S) No pre-requisite is required. SYNOPSIS MKT101 has been designed to provide students with an introduction to the field of marketing. The subject focuses on the relationship between organisations and the consumer, expressed through the marketing mix. Essentially, studies are concentrated on the nature and behaviour of supplying organisations, nature and behaviour of the consumer and the various marketing mix elements (product, price, place, promotion) which are used by organisations to satisfy needs and wants of consumers. While the subject has a theoretical base, practical application of the marketing concepts to 'real world' situations via a specific project is an essential part of the subject. LEARNING OBJECTIVES Upon completion of this subject, students should be able to: Provide an understanding and appreciation of the areas of marketing principles including its theories, concepts and importance for businesses; Demonstrate knowledge of the broad range of marketing skills necessary...
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...Revised 2/11/10 Page 1 of 18 FRÉDÉRIC F. BRUNEL Boston University School of Management Department of Marketing 595 Commonwealth Avenue Boston, MA 02215 : (617) 353-4609 Fax: (617) 353-4098 e-mail: brunel@bu.edu Education 1998 Ph.D. in Marketing, University of Washington 1992 M.B.A., Illinois State University (graduated top of class) 1989 B.S. in Business Administration, Ecole Supérieure des Sciences Commerciales d'Angers (ESSCA) Angers, France (graduated in top 5%). Dissertation Brunel, Frédéric F. (1998) “The Psychology of Product Aesthetics: Antecedents and Individual Differences in Product Evaluations”, Chair: Richard Yalch. Academic Positions Boston University, School of Management Associate Professor of Marketing & Dean’s Research Fellow, since September 2007 Assistant Professor of Marketing, March 1998- August 2007 Marketing Instructor, September 1997 to March 1998 Delft University of Technology, The Netherlands, Department of Product Innovation and Management Visiting Scholar, 2005 (November-December) University of Washington, School of Business Instructor, 1994-1997 Teaching Assistant, 1992-1994 Publications 1. Brunel, F., Utter, D. (2009). Phillips Foods, Inc.: Introducing King Crab to the Trade (pp. 20 pages). London, Ontario: Ivey Publishing, # 909A04. 2. Brunel, F., Utter, D. (2009). Teaching Note. Phillips Foods, Inc.: Introducing King Crab to the Trade (pp. 18 pages). London, Ontario: Ivey Publishing, # 809A04. 3. Susan Fournier, and Frédéric F....
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